Unafraid Educators Week of Action April 30th-May 4th

This week in support of BPS’s Unafraid Educators Week of Action students (1-5) read Junot Diaz’s “Islandborn” children’s book in order to explore their place of origin. Lola, the key character in the story, doesn’t remember the island on which she was born. She talks to the people in her life in order to find out about the beauty and traditions of her country.

In class, we talked about where we are from and what are some reasons families leave their countries to come to the United States. Students had a assignment to take home that involved them drawing a picture of where they are from and will share in class on their next Spanish class. I can’t wait to hear all the great stories!

For more information about about Unafraid Educators Week of Action check out their website at https://unafraideducators.org/ .

 

 

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WP MAKE A DIFFERENCE COSTA RICA TRIP

Mr. Haley and I will be taking a group of nine 6th graders to Costa Rica this April Break on an amazing adventure and service trip. I am super excited because it will be an experience of a lifetime for this group AND because Costa Rica is a Spanish-speaking country and I can’t wait to see how WP students interact with the language!

We are asking for donations to ensure that we have everything that is needed to make this opportunity and experience INOLVIDABLE (unforgettable)!!

The link to our GoFund me page is below:

https://www.gofundme.com/wp-make-a-difference-costa-rica

Mil gracias,

Señora Rijo Merino y Señor Haley

Technology in the language classroom!

I LOVE to integrate technology in my classes! After all, it is a major skill to develop in this day and age! Thanks to almost every classroom having a chromebook cart (THANK YOU WP!!) I was able to create a google classroom for every student grades 3-8.

  • Students in grade 4 have been writing emails to a friend IN SPANISH
  • Students in grade 5 have been able to read stories in Spanish using our target vocabulary and answer comprehension questions to check their understanding.
  • Students in grade 3 were able to create a Duolingo account which they will use when they finish work early to improve their reading, writing, speaking, and listening skills.
  • Students in grade 2 used their ipads to review vocabulary using Quizlet live (an online, question-and-answer matching game for small teams to play face-to-face in the same room).

If you would like to be added to your child’s google classroom account for Spanish class, send me an email at crijo@bostonpublicschools.org with the name, grade, and teacher.

Gracias!!

Señora Merino (Rijo)

Grado 1 Semana del 29 de enero

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This week we read “¡Qué cosas dice mi abuela!”, a story about a boy whose gradmother uses spanish-language sayings to teach her grandchildren manners. The book is in Spanish but was read to the class in English to ensure everyone understood.

I taught the classes a story using our target vocabulary using the TPRS method. In a typical TPRS lesson, student actors dramatize the story while the teacher is telling it. In this story, one student plays the grandfather, one student plays the grandmother, and one student plays Carlota. If you want to cast some extra parts, you can also cast students as the three cups of hot chocolate. One student would play the big cup, one student would play the medium cup, and one student would play the small cup.

I printed out the pictures, laminated them, and taped them to the shirts of the student actors. For example, I taped the poster of Carlota to the student who is playing Carlota. I taped the poster of el abuelo to the student who is playing the grandfather. I called up a student to play the part of Carlota. Then, I read the first page: “Hola. Me llamo Carlota. The student actress playing Carlota waves to the class. The class says, “Hola Carlota,” and waves back at the student actress. I ask my students the following questions: Teacher (pointing to the student actress playing Carlota): ¿Cómo se llama? ¿Se llama Susana? Class: ¡No! Teacher: ¿Se llama Rebeca? Class: ¡No! Teacher: ¿Se llama Carlota? Class: ¡Sí! We continue using this storytelling format to finish reading the story. At the end of the story students had to trace the words from the story and color the different characters.

Grade 4 Descubre el español Nivel E: Unidad 1

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Our first stop is Nicaragua. In this unit, your child will learn vocabulary
associated with greetings, goodbyes, and family members. In addition, your
child will learn to use Spanish descriptive words when talking about the
location of people and places.
As your child “travels” through Nicaragua, you may help him or her to
expand on these concepts by doing the following activities at home.
 Ask your child what he or she is learning to say in Spanish at school.
Encourage your child to act as if he or she is your teacher. Ask:
¿Es la palabra señor distinta de la palabra don? Is the word señor different
from the word don?
¿Cómo nos saludamos y presentamos a otros? How do we greet and
introduce ourselves to others?
¿Cómo describimos a los miembros de una familia? How do you describe
family members?
¿Cuándo escribes una nota de gracias? When do you write a thank-you
note?

 Encourage your child to talk about Nicaragua. Allow your child to talk to
you in English, but encourage him or her to give some of the information
in Spanish. Then, use a map of the world to ask your child where
Nicaragua and its capital city are.
 Ask your child to write a paragraph introducing one member of the
family. Encourage your child to be as descriptive as possible using as
many Spanish vocabulary words as possible. Allow your child to bring the
paragraph back to school to share with the rest of the class.

Grado 3 Descubre el español D: Unidad 1

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Our first stop is Perú. In this unit, your child will learn vocabulary
associated with greetings, goodbyes, family members and friends.
As your child “travels” through Perú, you may help him or her to expand
on these concepts by doing the following activities at home.
 Ask your child what he or she is learning to say in Spanish at school.
Encourage your child to act as if he or she is your teacher. Ask:
¿Cómo nos saludamos y despedimos en español? How do we greet and say
goodbye to each other in Spanish?
¿Quiénes son los miembros de una familia? What are the names for family
members in Spanish?
¿Cómo se presentan los amigos? How do friends introduce each other?
¿Qué palabras nos ayudan a describir a personas y lugares? What words
help us describe people and places?
 Encourage your child to talk about Perú. Allow your child to talk to you
in English, but encourage him or her to give some of the information in
Spanish. Then, use a map of the world to ask your child where Perú is.
 Help your child write one or two sentences about himself or herself.
Encourage your child to use the lessons learned in class as a guide.
Allow your child to bring the sentences back to school to share with the
rest of the class.

Grado 2: Descubre el español C: Unidad 1

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Our first stop is Mexico. In this unit, your child will learn vocabulary
associated with greetings and goodbyes, family members, and friends. In
addition, your child will learn to use Spanish descriptive words when talking
about Mexican cultural traditions and landmarks.
As your child “travels” through Mexico, you may help him or her to
expand on these concepts by doing the following activities at home.
 Ask your child what he or she is learning to say in Spanish at school.
Encourage your child to act as if he or she is your teacher. Ask:
¿Cómo me saludas? How do you say hello to me?
¿Cómo te saludo? How do I say hello to you?
¿Cómo me presentas? How do you introduce me?
¿Cómo te presento? How do I introduce you?
¿Quiénes son los miembros de una familia? What are the names for family
members?
 Encourage your child to talk about Mexico. Allow your child to talk to you
in English, but encourage him or her to give some of the information in
Spanish. Then, use a map of the world to ask your child where Mexico is.
 Ask your child to name the most exciting thing he or she learned about
Mexico. Then have him or her draw a picture of it and write a sentence
describing it. Encourage your child to write the sentence in Spanish.
Allow your child to bring the drawing back to school to share with the rest
of the class.